There are currently several full and part-time positions available at various elementary, middle and high schools.
These positions are funded through Alternative Delivery of Specialized Instructional Services (ADSIS) funds, and functions to provide focused (Tier 2 and Tier 3) positive behavioral interventions and supports in direct services to students without disabilities, including: behavioral screening and progress monitoring; academic progress monitoring; check in - check out behavioral interventions; social and problem-solving skills instruction; and leadership/mentorship programs. Staff in this position are supervised by the Assistant Administrator for PBIS and must adhere to Minnesota Department of Education daily accountability requirements for their position. The primary function of this position is to decrease rates of referral for special education evaluation and identification because of behavioral concerns, by increasing student engagement and achievement.
- Valid regular teaching , special education teaching or related service (ex: School Counselor, School Social Worker, School Psychologist) license issued by the Minnesota Department of Education
- Three years of experience as an elementary or secondary teacher, special education teacher, school psychologist, school counselor or school social worker
- Bachelor's degree in education or other related field
- Extensive communication and data analysis skills, especially as related to student behavior and discipline
Knowledge, Skills and Abilities Required:
- Considerable knowledge of evidence-based positive behavioral interventions and supports, including racial and cultural dimensions of behavioral intervention
- Considerable knowledge of how to develop a continuum of evidence-based behavioral interventions and supports, including student-centered systems
- Considerable abilities with academic and behavioral assessments, as well as use of data to make decisions and solve problems
- Knowledge of how to arrange a school environment or develop school programs, practices and procedures to prevent the occurrence of problem behavior
- Considerable knowledge in strategies to implement evidence-based behavioral and disciplinary practices with fidelity and accountability
- Strong communication and organizational skills
- Ability to work cooperatively with school administrators, parents, students, school staff and community agency representatives
- Ability to work with people from a wide range of cultural, ethnic and socio-economic backgrounds
- Ability to multi-task and meet deadlines
- One or more years of experience implementing Positive Behavioral Interventions and Supports school-wide, AND
- Masters Degree and three or more years of successful experience as a teacher, school psychologist, school counselor or school social worker.
The essential functions include, but are not limited to, the following fundamental duties:
- Enroll students referred to the PBIS-SI program by the school Student/Teacher Assistance Team (STAT), including completion of a behavioral goal setting, planning, problem-solving and recognition plan with each enrolled student.
- Compile baseline behavioral assessments of the individual student completed by the STAT, including SWIS records of suspension, dismissal and office disciplinary referrals, and Strengths & Difficulties Questionnaire (SDQ for students through age 16) or Student Risk Screening Scale (SRSS for students age 17 and above) behavior ratings. The PBIS-SI Specialist daily monitors disciplinary data for all PBIS-SI participants and performs reassessment with the SDQ or SRSS on a monthly basis for each PBIS-SI participant.
- Complete baseline academic assessments with EasyCBM (K-8) or SPPS High School CBM (Reading Mazes and Math Worksheets), conducting CBM reassessment every two weeks.
- Meet with PBIS-SI students in groups, at least twice a week at the school site, to deliver social skills and problem-solving skills instruction with either PATHS (elementary) or the ACCESS Walker Social Skills Curriculum (secondary). These may be integrated with other social skills and problem-solving skills instructional programs (e.g. Steps to Respect, Second Step, Skillstreaming, etc.).
- Set up a targeted intense self-monitoring and recognition system for students who are not responding to the PBIS-SI program core interventions of individual goal-setting and planning, as well as targeted social skills and problem-solving skills instruction.
- At elementary school sites, meet with students for Check In - Check Out, including SWIS data tracking.
- Work with PBIS-SI students to develop a school-wide student leadership and peer-modeling program which places each PBIS-SI participant in a daily role of meaningful responsibility in their school building, incorporating a meaningful connection with a mentoring adult school staff member (e.g. Peers Helping Achieve Teamwork or Where Everybody Belongs).
- Meet with PBIS-SI participants and perform crisis de-escalation (if necessary) and problem-solving when the PBIS-SI participant is in behavioral crisis, referred to the office for problem behavior, or returning to the school subsequent to suspension, dismissal or other forced absence from school (e.g. police arrest or child protection placement).
- For secondary PBIS-SI participants, contact students when they are absent from school without parental excuse and develop an attendance or truancy problem-solving plan with the student.
- In delivering all PBIS-SI services, the PBIS-SI Specialist must maintain exact and accurate records utilizing the MDE ADSIS Service Hour Spreadsheet (see attached document).
- The PBIS-SI Specialist is limited in purpose and function to providing the above listed services directly to students without disabilities.
- The PBIS-SI Specialist must maintain exact and accurate records of student assessments (e.g. SDQ, EasyCBM, etc.), services (ADSIS Service Hours Worksheet), and student progress (SWIS, ADSIS program student entry and exit). Failure to maintain records jeopardizes all ADSIS-funded staff positions in the school district.
Pay,Benefits, & Work Schedule
There are full and part-time positions available that follow the 10-month school calendar.
Salary and benefits are in accordance with the teacher negotiated labor agreement. The labor agreement and salary schedule can be found at .
Benefits are available to new employees after 30 days of active employment. Benefits include medical insurance, life insurance, sick leave, pension plan, tax-free retirement account, and flexible spending account. Some employee groups also receive vacation, dental insurance and disability insurance. A benefits summary is available at .
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.
Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.
Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.
Equal Employment Opportunity
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.